| Project/Area Number |
18K00789
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Review Section |
Basic Section 02100:Foreign language education-related
|
|---|
| Research Institution | Meikai University |
|---|
Principal Investigator |
|
|---|
| Project Period (FY) |
2018-04-01 – 2024-03-31
|
| Project Status |
Completed (Fiscal Year 2023)
|
| Budget Amount *help |
¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2020: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2019: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2018: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
|
|---|
| Keywords | oral narratives / written narratives / discourse / language learning / Japanese students / English learners / referential structure / evaluative language / oral narrative / written narrative / spoken discourse / written discourse / extended discourse / Japanese learners / elicited narratives / biliteracy / English |
|---|
| Outline of Final Research Achievements |
This research study examined the acquisition of extended discourse skills in Japanese learners of English by focusing on oral and written narratives. Elicited narratives were collected from Japanese university students who are studying English and compared with narratives gathered from Japanese and English native speakers. The results showed some language-specific tendencies in the use of narrative strategies (e.g., evaluative expressions, referential structure, motion expressions) and some learners showed transfer of narrative strategies from Japanese to English. Use of narrative strategies also varied according to the proficiency level of the students. Furthermore, the results suggest that use of oral and written narratives in the foreign language classroom may be an effective way to develop extended spoken and written discourse skills.
|
| Academic Significance and Societal Importance of the Research Achievements |
本研究の学術的意義は、談話スキルに焦点を当てることによって、語彙、発音、文法などに重点を置いてきた日本の英語学習研究のギャップを多少埋めたことである。口語と文語のナラティブ（物語）を分析することによって、日本人の英語学習者がどのように物語をつくるかを検証した。
社会的意義について言えば、物語は口語（会話など）と文語（作文など）の重要な要素であり、楽しい活動である。小さな子供も外国語を学ぶ生徒たちも物語を創作する意欲を持っている。言語特有の違いなどに着目し、外国語の授業でナラティブ・アクティビティを活用することは、生徒が能動的にスピーキングやライティングのスキルをさらに向上させるのに役立つ。
|
